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Speaker 1: Kyoda. I'm Chelsea Daniels and this is the Front Page,

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Speaker 1: a daily podcast presented by The New Zealand Herald. Students

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Speaker 1: across the country are starting to head back to school

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Speaker 1: and there are some big changes on the way for

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Speaker 1: our youngest pupils. As well as twenty twenty five marking

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Speaker 1: the return of charter schools. Primary school students will start

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Speaker 1: to be taught structured literacy and mass this year as

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Speaker 1: part of a curriculum refresh brought in by Education Minister

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Speaker 1: Erica Stanford. It comes as test results continue to show

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Speaker 1: declines and achievement across all age groups. But are these

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Speaker 1: changes enough to reverse falling standards and are our teachers

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Speaker 1: on board with them? Today on the Front Page News,

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Speaker 1: talg ZB education reporter Shannon Johnstone is with us to

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Speaker 1: discuss what parents need to know about this year's changes. Shannon,

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Speaker 1: what are the main education changes being introduced this term

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Speaker 1: for primary school students?

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Speaker 2: Yeah, So this term primary schools are going to be

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Speaker 2: required to implement structured approaches to reading and writing that

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Speaker 2: also encourage to do twenty and forty week phonic checks

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Speaker 2: for year one students and they'll also be required to

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Speaker 2: use updated English curriculum for years zero to sixes and

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Speaker 2: their updated maths curriculum for years zero to eight, and

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Speaker 2: all schools have to use revised attendance codes and report

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Speaker 2: daily attendance data.

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Speaker 1: This term, what do we mean by structured reading and math?

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Speaker 1: What actually is that? Because I haven't been to primary

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Speaker 1: school for a long time and I don't know me

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Speaker 1: too many children.

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Speaker 2: Neither do I Chelsea. So structured literacy this is kind

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Speaker 2: of based on a science of learning approach they call it.

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Speaker 2: It's a systemic way of teaching kids to read. It

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Speaker 2: includes things like I talked about before, those phonics checks

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Speaker 2: in YE one and sort of teaching how sounds and

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Speaker 2: letters match. When it comes to structure maths, there's a

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Speaker 2: little bit of confusion, I guess you could say around that.

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Speaker 2: So there was a newsroom article last year that talked

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Speaker 2: about this and they said some researchers have said there's

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Speaker 2: a lack of research into the structured maths approach. Some

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Speaker 2: have said it doesn't actually exist. The Education Minister Erica Stanford,

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Speaker 2: she said it's explicit teaching in a structured manner.

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Speaker 1: A lot of these changes are coming amidst consistent data

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Speaker 1: showing that our kids and teens aren't actually achieving at

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Speaker 1: the same rates as they used to do. What are

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Speaker 1: some of the recent stats you've seen showing how widespread

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Speaker 1: this problem actually is.

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Speaker 2: So when the government announced the structured literacy changes, Education

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Speaker 2: Minister Erica Stanford, she pointed to data that showed fifty

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Speaker 2: six percent of year eight students were at the expected

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Speaker 2: level for reading and only thirty five percent were at

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Speaker 2: the expected level for writing. Twenty twenty two PISA results

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Speaker 2: found twenty one percent of fifteen year olds we're at

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Speaker 2: the lowest reading level and at the same time we've

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Speaker 2: also seen sort of falling rates of NCAA achievement.

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Speaker 1: I understand that some controversy though over the statistics the

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Speaker 1: government used to move forwards its maths changes. For example, Hey.

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Speaker 2: Yeah, so last year the Prime Minister described a total

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Speaker 2: system failure in teaching maths. He said that based on

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Speaker 2: twenty twenty three results of the Curriculum Insights and Progress

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Speaker 2: Study that showed only twenty two percent of students are

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Speaker 2: working at or above the expected level in year eight,

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Speaker 2: And like you said, there was a bit of controversy

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Speaker 2: around those statistics. So the art or educators collective they

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Speaker 2: criticized the government. They said those results were questionable and

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Speaker 2: contradict previous national and international studies. They say it wasn't

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Speaker 2: reflective of a drastic drop and achievement, but instead of

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Speaker 2: a change in the benchmarking that was being used.

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Speaker 3: Our education system in New Zealand is changing and we

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Speaker 3: should talk about it. The last few years, our education

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Speaker 3: system has been somewhat the shambles. Listen to these stats

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Speaker 3: from the twenty twenty three CEA provisional achievement rates. Sixty

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Speaker 3: percent of year eleven students achieving Level one, down from

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Speaker 3: sixty four point nine percent in twenty twenty two, seventy

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Speaker 3: two point two percent of year twelve students achieving Level

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Speaker 3: two down from seventy four point nine and twenty twenty

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Speaker 3: two sixty two point two of year thirteen students achieving

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Speaker 3: Level three down from sixty eight point two percent in

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Speaker 3: twenty twenty two. If we don't have major change, our

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Speaker 3: future generations will not just suffer from a lack of education,

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Speaker 3: but our economy will. I because I believe one of

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Speaker 3: our best future economic indicators is how many kids are

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Speaker 3: in school and achieving today. So this is what we're

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Speaker 3: doing to change course and get our education system back

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Speaker 3: on track.

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Speaker 1: How have teachers and educators responded to these changes? Knowing

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Speaker 1: how burden teachers are, I imagine they haven't really responded

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Speaker 1: that well.

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Speaker 2: Yeah, so I spoke to NZDI President Repeckerless Sales just

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Speaker 2: last week and she told me the changes are basically

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Speaker 2: too much, happening too quickly. She says. There's also been

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Speaker 2: some issues with getting the new resources for the new curriculum.

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Speaker 2: She says it hasn't happened as fast as they would

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Speaker 2: have liked, and apparently some schools still haven't got them.

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Speaker 2: And an NCDI serve a last year found more than

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Speaker 2: seventy percent of principles and teachers say the two curricular

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Speaker 2: changes as requiring too much too fast for it to

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Speaker 2: actually be effective. They did want the government to either

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Speaker 2: delay the maths curriculum until next year twenty twenty six,

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Speaker 2: or leave it to school leaders to decide which of

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Speaker 2: the two they implement this year.

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Speaker 1: Right, and when we're talking about resources as well, we're

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Speaker 1: talking about you know, booklets and programs in curriculum and

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Speaker 1: that kind of thing.

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Speaker 2: Hey, yeah, the teaching resources needed for implementing these changes.

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Speaker 1: Right, could there be an option that only one goes

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Speaker 1: forward this year and the other the next door is

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Speaker 1: the government pretty hell banned on doing both at the

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Speaker 1: same time.

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Speaker 2: So I looked at the Ministry of Education website today

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Speaker 2: and they said that schools are required to implement both

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Speaker 2: from turn one, and I believe some schools are already

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Speaker 2: starting term one this week, if not this week next week,

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Speaker 2: so it does sound to me like that's happening.

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Speaker 1: The other big change coming this year is the return

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Speaker 1: of charter schools. How many schools are opening up this

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Speaker 1: year and where are they popping up?

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Speaker 2: Yeah, so this is obviously quite a big change to education.

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Speaker 2: We've got seven opening this term. Two of those are

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Speaker 2: in christ Church, four are in Auckland and one is

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Speaker 2: in the Far North. There's quite a range of schools

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Speaker 2: that are opening so Tippany. That is the old Saint

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Speaker 2: Stephens Malti Boarding School. They are targeting mainly Maldi and

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Speaker 2: Pacific boys. There's also a Malori immersion school opening. There's

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Speaker 2: two Australian owned schools that already have successful campuses over

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Speaker 2: in OZ that are now coming over here. There's a

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Speaker 2: Creative Arts college, a French school and also some schools

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Speaker 2: targeting disengaged Youth and Associate Education Minister David Seymour tells

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Speaker 2: me they're going to continue assessing the seventy eight applications

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Speaker 2: that they received throughout this year. He reckons we could

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Speaker 2: see more charter schools opening midyear. And when it comes

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Speaker 2: to state school conversions, so these are state schools converting

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Speaker 2: into charter schools. Budget twenty twenty four allowed for thirty

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Speaker 2: five state school conversions this year and next year, and

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Speaker 2: David Seymour told me there is interest from state schools.

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Speaker 2: Last week when I spoke to him, he told me

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Speaker 2: that they had had two conversations with state schools just

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Speaker 2: that week, and he reckons that we could see some

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Speaker 2: open next year.

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Speaker 1: I've read one report on how some of these schools

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Speaker 1: were already turning students away before their doors have even opened.

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Speaker 1: Is that popularity surprising given the controversy that always surrounds

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Speaker 1: these charter schools. I guess yeah.

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Speaker 2: I don't know if it's surprising. And we have seen

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Speaker 2: charter schools before, and I think people do like them

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Speaker 2: because they offer a kind of a different approach. So

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Speaker 2: if you had, like a disengaged child, maybe you'd look

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Speaker 2: at it. If you did really want that Mlori immersion environment.

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Speaker 2: Maybe you'd be looking at that school in the Far North.

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Speaker 1: We're also seeing new school lunches this year as well,

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Speaker 1: aren't we. What are the big changes there?

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Speaker 2: Yeah, so we've got a new model this year. The

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Speaker 2: government set objectives which were to provide nutritious lunches at

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Speaker 2: a cost of three dollars per student per lunch. The

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Speaker 2: external contract has been awarded to a group called the

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Speaker 2: School at Lunch Collective and for schools that have been

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Speaker 2: using an internal and ewe hupu model, they'll have funding

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Speaker 2: of four dollars per student per meal and access to

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Speaker 2: government negotiated wholesale ingredients. And every school that was in

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Speaker 2: that school lunch program last year, I understand, is still

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Speaker 2: getting a school lunch. It's just a bit of a

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Speaker 2: different model.

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Speaker 1: The Act Party has sent out a sweet about school lunches.

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Speaker 1: Can you explain how sushi is woke?

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Speaker 3: Oh?

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Speaker 4: Look, if you don't get that sushi's woke, I don't

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Speaker 4: know how to wake you up. But the key message

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Speaker 4: here is that we are introducing the kinds of foods

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Speaker 4: that are put in the lunch boxes and the children.

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Speaker 4: The other seventy five centsive kids who rely on their

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Speaker 4: parents to send their Dutch.

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Speaker 1: New Zealand has a diverse culture, and so why not

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Speaker 1: one one type of food and promote another one.

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Speaker 4: Well, first of all, any students of Japanese heritage may

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Speaker 4: find that it's quite possible for a school to order

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Speaker 4: the supplies required to make sushi under this model if

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Speaker 4: they'd like to. So we are not trying to marginalize

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Speaker 4: students of Japanese heritage or those who would prefer or quinoa.

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Speaker 3: Are dealing with them all. Why not sushi?

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Speaker 4: Someone talks to me this morning. I asked them what

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Speaker 4: hummus was. They said that, you know, wasn't rice, rice

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Speaker 4: and quinoa.

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Speaker 1: I had a baby and it wasn't good, right, And

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Speaker 1: any idea in what the kids will be eating obviously

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Speaker 1: not sushi or anything work like that.

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Speaker 2: I think when I saw the announcement, butter chicken was there.

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Speaker 2: That's not which would be nice. That's a bit woe.

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Speaker 1: Curriculum, charter schools, lunches, these are all the things that

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Speaker 1: seem to change with every government. Hay, does this sector

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Speaker 1: need more long term planning and bipartisan agreement on that

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Speaker 1: rather than shaking things up every few years. I guess

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Speaker 1: the constant changes probably aren't helping those pass rates.

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Speaker 2: I definitely say so. I mean every election we hear

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Speaker 2: sort of the education unions, the sector group leaders talk

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Speaker 2: about how education seems to become a bit of a

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Speaker 2: political football every election, and I think that they're quite

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Speaker 2: sick of that, and they often also call for a

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Speaker 2: more bipartisan approach.

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Speaker 1: And in terms of these charter schools journ and there's

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Speaker 1: a wide variety there. Hey, have we heard from any

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Speaker 1: of them?

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Speaker 2: Yeah, I've spoken to a couple of principles that are

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Speaker 2: opening up their schools this term. So Busy School principal

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Speaker 2: Muana i Lower their school is opening FIB seven. She

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Speaker 2: tells me that they've been having a lot of families

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Speaker 2: come through last week. They're doing a lot of interviews

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Speaker 2: this week and starting with around fifteen to thirty students. Tippany,

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Speaker 2: which is opening south of Auckland. I've also spoken to

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Speaker 2: one of their leaders, Nathan Jury. He said they've seen

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Speaker 2: strong demand from locals in Auckland, around New Zealand, Australia

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Speaker 2: and the Pacific and they're opening with around forty students.

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Speaker 2: And Mastery School Principal Rose mcinary told News Talks a

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Speaker 2: b this week that they have sixty primary age children

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Speaker 2: enrolled and more than forty are waitlisted.

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Speaker 1: It's kind of good. I mean, I know that there's

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Speaker 1: been some controversy around bringing chatter schools back, but especially

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Speaker 1: if you've got a kid that's so disengaged and doesn't

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Speaker 1: want to be there and just doesn't some kids just

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Speaker 1: don't operate within that usual traditional model. Hey, what are

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Speaker 1: some of the kind of things that these schools do differently.

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Speaker 2: Yeah, So busy school the one I just mentioned that

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Speaker 2: in Auckland, and they're going to offer a dual approach

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Speaker 2: of half the week students will be looking at NCA

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Speaker 2: usual curriculum. Half the week they're going to be doing

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Speaker 2: work experience more like vocational kind of stuff.

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Speaker 1: And so this busy school that they say their goal

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Speaker 1: is to help students build skills that lead them to

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Speaker 1: meaningful careers. So that's all a part of that.

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Speaker 2: Yeah, absolutely, So having that duel approach of you do

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Speaker 2: your NCAA curriculum that you need, and at the same

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Speaker 2: time you're working towards finding a kind of job or career,

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Speaker 2: getting that experience, getting that skills and.

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Speaker 1: Just finally Shannon. The cell phone ban, I'm probably I'm

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Speaker 1: sure you're sick of hearing about this. Any feedback you've

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Speaker 1: heard about if that's been actually a success or not.

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Speaker 2: Yeah, I think every school has had different experiences. A

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Speaker 2: lot of schools already had their own kind of cell

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Speaker 2: phone bands operating. I did talk to Mount Albert Grammar

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Speaker 2: School principal Patrick Drum. They had brought in a band

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Speaker 2: before the government enacted ban, and he tells me that

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Speaker 2: it caused a real kind of culture shift at their school.

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Speaker 2: He said that they went from students sitting around at

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Speaker 2: lunchtime just staring at their phones, and now there's rugby

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Speaker 2: bulls being thrown through windows, which he actually said was

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Speaker 2: a bit of a positive change, and it was really

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Speaker 2: nice to see kids out and about again, well kids

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Speaker 2: being kids.

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Speaker 1: Hey, I mean cell phones. Even if you go out

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Speaker 1: with your friend group as an adult and everyone's on

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Speaker 1: their cell phones, it's disenchanting. So I can't imagine actually

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Speaker 1: having to learn something with that distraction on your hands. Hey, exactly.

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Speaker 2: And I think even at lunchtime, you know, ked socializing more,

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Speaker 2: not just looking at your phones. How can that be

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Speaker 2: a negative thing?

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Speaker 1: Thanks for joining us Shannon.

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Speaker 2: Thank you, Chelsea.

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Speaker 1: That's it for this episode of the Front Page. You

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Speaker 1: can read more about today's stories and extensive news coverage

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Speaker 1: at enzedherld dot co dot nz. The Front Page is

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Speaker 1: produced by Ethan Sills and Richard Martin, who is also

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Speaker 1: a sound engineer. I'm Chelsea Daniels. Subscribe to The Front

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Speaker 1: Page on iHeartRadio or wherever you get your podcasts, and

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Speaker 1: tune in tomorrow for another look behind the headlines.